Unit 15 : SPACE CONQUEST
A_ READING
I. Aims : By the end of the lesson students can :
- scan read for specific ideas.
- skim read for general ideas
II. Method: Communicative approach
III. SKILLS: Integrated skills ( especially reading skill)
IV. Teaching aid: Textbook, chalk, blackboard, cassette player.
V. Teaching stages :
Stages
activities
Content
I.Warmer
5 mins
Quiz
Divide the class into two groups
Prepare 6 questions beforehand to ask the two groups.
Each group takes turns to give the answer to the questions they hear. It they give the correct answer, they get one mark, There will be a special question, and the group giving the correct answer to this question gets three marks.
The group with more marks wins the game.
Special question: Declare the winner
Lead – in
Do you the first Vietnamese person who set foot on the moon?
And who was the first person who to set foot on the moon?
(Gagarin)
Yes, Gagarin, and today we are going to read about this interesting person. In the fist place,
I’d like to help you with some new words.
I.Warmer (5 mins)
Questions:
1. What do we call someone invited to our house to have a party? (guest)
2. What is the popular website enabling you to search for any information you need? ( Google)
3. A kind of fruit related to the discovery of gravity. (apple)
4. A small animal told in a fable to kill an elephant.(ant)
5. An adj to describe the earth (round)
6. What it the word to fill in this sentence?
A friend in ………………. Is a friend indeed. (need)
7. What is a small thing we need for making clothes? ( needle)
Special question :Can you use the first letter of seven words above to make a meaningful word?
Key: GAGARIN
Before you read
10’
T explians the words that sts can have difficulties in reading
T checks sts ‘ understanding about the words by giving exercises
Sts work in pairs
Sts give their answer loudly
T gives comments.
Checking
T asks Ss to work in pairs to complete the following sentences with the word just learnt.
T says: Now let’s get back to Gagarin, the first person to come to the moon. Let’s open your books to come to the moon. Let’s open your books to page 167 and read the reading text about him.
Vocabulary
1. gravity (n) – the pull of the earth.
2. cosmonaut (n): (translation)
3. last (v) ( gap – fill)
How long does this film……….?
Expected answer: last
4.name after (v) (context)
This street was named after a Vietnamese writer
What does named after mean?
Expected answer: ñöôïc ñaët teân theo.
Checking
.
1. Pham Tuan was a very well – known…… Viet Nam.
2. Water runs down hill because of …
3. My school was…………a national hero.
4. Our summer holiday often………about three months.
Expected answer:
1. cosmonaut 2. gravity 3. named after 4. lasts
While you read
20’
Instructions:
How to many paragraphs are there in this reading text
(Five)
Good and you see, each paragraph has a heading. Now you read the text and then work in pairs to match the heading to the paragraphs
T asks sts to answer their groups’ answer
Others remark.
Activity 2 :
-Divide the class into group four.
Ask Ss to read the text again and work in groups of four to write their answers on the handouts.
Ask the group to exchange the handouts for correction.
Activity 1: matching Test
Suggested and answers:
P1 – B (the lift – off)
P2 –E (Uncertainties)
P3 – D (A view of earth)
P4 – C (Congratulations)
P5 – A ( The tragic accident)
T call on some Ss to give answers.
T gives feedback.
Activity 2 : Questions – Answers
Suggested answers
He became the first human being in space when he was 27.
He was in space for 108 minutes.
Before his flight, these questions were raised
What would happen to a human being in space?
How would the body react to the extreme changes in the temperature?
How would the mind deal with the psychological tension?
It was more than 17.000 miles per hour.
Because of a tragic accident.
After his death, his hometown of Gzhatsk was renamed Gagarin, and the Cosmonaut Training Center at Star City, Russia, was given the name to honour this hero.
After you read
8’
Gap – fil:l
T asks SS to read the reading text and then work in pair to do the gap- fill test (task3/page 169)
T call on some pairs to give the answers.
T gives feedback.
Gap – fill :Suggested answer:
1. cosmonaut 2.lasted 3. uncertainties
4.gravit 5.view 6.chapter 7.impossible 8.symbol
Homework
2’
T ask sts to prepare for next period
Learn the words by heart
Do exercises again
Prepare “ speaking “
Unit 15 : SPEAKING
I. Aims : By the end of the lesson students can :
- ask and answer questions on given information.
- talk about historical events in the space conquest
II. Method: Communicative approach
III. SKILLS: Integrated skills ( especially speaking skill)
IV. Teaching aid: Textbook, chalk, blackboard, pictures
V. Teaching stages :
Stages
activities
Content
I.Warmer
5 mins
T asks Ss to Complete this sentence with a noun.
Lead – in: Today, we are going to talk about space exploration. First of all, I am going to provide you with some new words.
I. Warmer (5 mins)
Complete this sentence with a noun
1.Gagarin was a well – known……… (cosmonaut)
2. Spacemen in the world have made progress in ………(conquest)
3. What in the missing word in this sentence?
Spacemen travel into space at great……(speed)
Before you speak
10’
-Pre-teaching Vocabulary.
T explians the words that sts can have difficulties in reading
-Task 1.
Instruction
You are going to read a piece of news about manned spacecraft of China, then work in pairs to ask and answer questions about the text.
Vocabulary
1. launch (v) ( gap – fill)
The first spacecraft was ……….into space in 1957.
Expected answer: launched
2. mark (v) ( translation)
3. human (n) ( gap – fill)
Only ……can use language to communicate.
4. orbit ( n) ( translation)
Checking:
Rub out and remember.
Task1: Questions – Answers
Example:
Student A: When did China launch its first spacecraft into space?
Student B: On Oct 15, 2003.
T goes around to offer help.
T asks some pairs to act out the conversation.
T takes notes and gives feedback.
You practice
27’
Instructions:
Instructions :
Open your books on page 171 and have a look at the events in space exploration of 8 different countries.
Now you have to work in groups of four.
One member of each group has to read about the space exploration of one country carefully and then answer any questions that the other 3 members may ask.
When you finish talking about the space exploration of one country, move on with another one .
T goes around to offer help.
T takes notes of Ss’ mistakes for indirect
Correction.
After 7 minutes, T asks them to stop and gives feedback on their work.
Activity 2 Group – work:
Suggested Answers:
On 4th October, 1957 the first artifical satellite: “ Sputnik”, which was made by the USSR, was launched into space. It marked the beginning of Space Age.
One month later, on 3th November 1957, a dog named laika was the first living thing being in space. It was abroard Sputnik 2. After that, on 12th April 1961, Yuri Gagarin, a 27 year old Russian Cosmonact, became the first human in space. His flight lasted 108 minutes.
Then on 6th June 1963, Valentina Tershkova, a Russian cosmonaunt, became the first woman in space.
On 20th 1969, two Amerian astronauts, Neil Armstrong and Buzz Aldrin, were the first people to set foot on the moon .
The first Vietnamese in space was Pham Tuan. Along with a Russian cosmonaut, V.V.Gorbako, he stayed 8 days in orbit.
Consolidation.
1’
T consolidates the main points the class hve just leant.
Homework
2’
Writing
-Use the information given in box 6 / page 171, write a short paragraph about Pham Tuan, the first Vietnamese person to set foot on the moon.
Copy your finished passage about Pham Tuan on your exercise notebook.
-Learn the words by heart
-Prepare “ listening. “
Unit 15 : (cont) LISTENING
I. Aims : By the end of the lesson students can :
-listen for specific information
-listen for general ideas
II. Method: Communicative approach
III. SKILLS: Integrated skills ( especially listening)
IV. Teaching aid: Textbook, chalk, blackboard, pictures, cassette player.
V. Teaching stages :
Activities
Content
I.Warm-up (5ms)
Matching Game
T photocopies pages 172 to make handouts for Ss.
T gives handouts to Ss and ask them to face them down.
When all students already have the handouts, T asks them to match the pictures with the descriptions at the bottom of the handout. The first student who gives the exact answers wins the game.
Lead – in: T asks a question to lead to the new lesson:
-Now look at picture A, Now today we are going to listen about this crew. First I am going to help your know some new words.
II. Pre – listening (7ms)
Activity 1: Introduction and explanation of the new words
-T introduces and explains the new words.
_ Ss look at the board and may be answer what the teacher asks.
Activity 2:Checking
T asks Ss to complete the following sentences with the words just learnt.
Ss answer.
T comments and gives correct feedback.
III.While – listening
Activity 1: Task1. (8ms)
Instructions
As I have said, this time you are going to listen about the Apollo crew, who first reached the moon. Listen and work in pairs to decide if the statements are true or false. Remember that the tape will be played twice.
T gives Ss handouts of T-F test
P plays the tape twice.
T call on some Ss to give the answers.
T goes over the answers with the class.
Activity 2: Task2. Listen again and answer the question. (10ms)
T gives Ss handout of activity 2.
Instruction: Now listen to the listening text again and answer the questions in the handout. You will listen to the tape twice.
T gives Ss 1 minute to read the questions.
T plays the tape twice.
T call on some students to give the answers.
T goes over the answers with the class.
IV.Post – listening (10ms)
Instruction:
Choose one of the following topics and discuss it in pairs.
-Ss work in pairs.
-T goes around and gives help.
- Ss answer and T gives the comment
V.Home – work (2ms)
T explains the task.
I.Warm-up (5ms)
Matching Game
Key:
Picture A : 2 Picture B: 5
Picture C : 3
Picture D : 1 Picture E: 4
Declare the winner.
Question and suggested answer:
-What do you know about Apollo crew?
(They first set foot on the moon)
-How many people were there in crew?
(There were 3)
Activity 1-Vocabulary
surface (n) (drawing)
T draws the surface of the road, and elicits the word surface
2. experiment (n) (question)
What do scientists often do in laboratories?
Expected answer: experiment
3.astronaut (n) ~ spaceman
4.challenge (n) : (translation)
Activity 2:Checking
a. They couldn’t walk on the moon’s……unless they wore spacesuit.
b. Putting a man on the moon was a great……at that time.
c. Mr. Minh is doing his……………in the chemistry lab.
d. He was the first…………………to reach the moon.
Activity 1: Task1
Suggested answers: 1F, 2F, 3F, 4F, 5T
Activity 2 : Task2. Listen again and answer the question. _Suggested answers
NASA’s Apollo program was developed to meet President Kennedy’s challenge.
The Apollo 11 was launched on July 16, 1969.
The portable life support system was used for controlling the oxygen temperature and pressure inside the spacesuit.
The astronauts stayed on the surface of the moon for two and a half hours.
While they were staying on the surface of the moon they performed a variety of experiments and collected soil and rock samples to return to Earth.
They returned to Earth on July 24th , 1969.
Discussion
1. If you knew you had only one more week to live on Earth because you would go to the moon and stayed there forever, what would you do on those seven days?
2. If you had a change to go to the moon and could take only three things with you, what would you choose and why?
V.Home – work (2ms)
Writing
Write a short paragraph about this topic.
In your opinion, why do people take interest in other planets in the solar system?
Unit 15 : (cont) WRITING
I. Aims : By the end of the lesson students can :
-write a biograph
- work in pairs/ group effectively
- do the tasks set by T correctly
II. Method: Communicative approach
III. Skill: Integrated skills ( especially writing)
IV. Teaching aid: Textbook, chalk, blackboard, pictures.
V. Teaching stages :
Stages
Activities
I. Check -up: (5ms)
-T call some Ss to go to the board and say about one of the important events in space exploration.
- T comments and gives marks.
- Lead-in
In today’s lesson, you are going to write the biography of AMSTRONG. First I will provide you with some new words.
II. BEFORE YOU WRITE ( 15’)
Activity 1: Vocabulary
-T introduces and explains some new words.
- Checking:
-Rub out and remember
Activity 2 : Close – test
Instructions
You are going to read about Amstrong’s biography. After reading it, you have to work in groups of four to put each of the headings in the box in the appropriate blank.
T calls on five representatives of five groups (choose at random) to go to the BB to write down their answer.
- Out line: Write your own biography, the quote should include
time to go to elementary school (where/when to go/name of school).
time to go to secondary school (where/when to go/name of school).
Time to attend upper - secondary school (where/when to go/name of school).
Prepare for the next period ( language focus
III. WHILE YOU WRITE. (16’)
T asks Ss to read Amstrong’s biography again and work individually to write a paragraph of Neil Amstrong.
Ss write their work on their notebooks.
T goes a round to offer help.
T takes notes of Ss’s mistakes for indirect correction.
T comes to Ss to encourage them to write
T collects some mistakes made by Ss for indirect correction.
.
IV. AFTER YOU WRITE (8’)
T call on two Ss to go to the BB to write down their work T, together with Ss, find out the mistakes and corrects them.
T gives feedback on Ss’ work.
T point out some common mistakes made by Ss when doing this writing task.
V. HOME WORK ( 1 m)
Check-up (5ms)
Ss say
II. BEFORE YOU WRITE
Vocabulary
disaster (explanation)
flood, storm, earthquake….are disasters.
What does disaster mean?
Quote (n) (elicitation)
What do you call a section of an application form in which you write important events in your life? (quote)
Investigate (v) (gap – fill)
The police are i…… the case of bank robbery in our village
(investigating)
biography (n) (translation).
Suggested answer :
1 birth 2 place of birth 3 known as
4 career
5 quote
III. WHILE YOU WRITE.
Ss work
IV. AFTER YOU WRITE.
Sample development
Neil Armstrong is an American astronaut. He is known as the first person to walk on the moon. He was born on August 5th,1930 in Ohio. From 1949 to 1952, he worked as a pilot in the United States Navy. Amstrong received his BS from Purdue University in 1955. In 1962, he joined the Nasa astronaut program. On July 20th 1969 Neil Amstrong became the first human to step on the moon’s surface. He was joined by Buzz Aldrin forty minute later. Amstrong and Aldrin spent two and half hours on the moon’s surface. Amstrong received his M.S from the University of Southern California. He resigned from NASA a year later and from 1972 to 1979, he taught at the university of Cincinnati. In 1986, Amstrong was pointed vice chairman of the committee that investigated the Challenger shuttle disaster. Amstrong is also well-known for what he said when he stepped on the moon’s surface: “There’s one small step for man, one giant leap for mankind.
HOME WORK .
- Write the biagraphy again.
- Ss prepare Language Focus.
Unit 15 : (cont) LANGUAGE FOCUS
I. Aims : By the end of the lesson students can :
-distinguish the 4 sounds /nt/, /nd/, /n0/, /ns/, /nz
-know how to use the conjunctions both……and, not only………but also, either…..or, neither……..nor
-know how to use cleft sentences in the passive
II. Method: Communicative approach
III. Skills: Integrated skills
IV. Teaching aid: Textbook, chalk, blackboard, pictures. Cassette player.
V. Teaching stages :
Stages
Activities
Warm-up( 5ms) -Find the other part of your life
T asks two students to volunteer to play the game.
They should be a boy and a girl.
The boy will look at the board and the girl stands behind the boy. They have to stand back to back.
T explains that the boy will be asked five questions and all he has to do id nod or shake his head to express his agreement or disagreement.
T will write his answer on the board.
Then T will ask the girl the same five questions, the girl can say yes or no to answer. If the boy and the girl have more than three same answers they will become couple of the day.
T declares if they are a couple or not.
Lead-in
Can you tell me another way to ask the above questions?
(Expected answer)
Are you able to swim/…. sing well?)
Now, let’s open your books to page 175. Today we are going to practice more about this grammar point
II. PRONUNCIATTION. ( 7 ms)
1. Distinguishing sounds.
_T. introduces two consonant sounds /nt/ , /nd/, /n0/, /ns/, and /nz/ by writing some words containing the sounds on the board.
_ T models the sounds and for a few times and explains the difference in producing them.
_ T hangs the chart
_ T plays the tape ( or reads) once for Ss to hear the words containing the sounds in the chart.
_Lets Ss. listen and repeat the words
T asks :
Who can pronounce these words?
(Ss stand up to say the words)
T corrects their mistakes if necessary.
2.Practising the dialogue containing the targets sounds.
- T reads the dialogue aloud, then asks Ss to listen and repeat after him.
_T asks Ss work in pairs and read aloud the dialogue in textbook and to pick out the word containing the sounds.
-T calls on some pairs to read the sentences aloud, correcting their mistakes if necessary.
III. GRAMMAR. ( 32 ms.)
Presentation 1.
Lead-in
-T shows a picture of a man running.
-T writes on BB
- T shows a picture of a man whose leg was hurt but he was running fast.
-T explains
Exercise 1
-T asks Ss to open their books to page 176.
-T asks Ss to work in pairs to complete the sentences, using could, couldn’t or was/were (not) able to
Presentation 2.-Tag questions
-T revises how to make tag questions by giving some examples.
-T asks Ss to do exercise 2/ page 176/177 in pairs.
-T goes around to offer help.
-T calls on some Ss to read their answers aloud.
-T corrects their mistakes if necessary.
Exercise3 :
T asks Ss to do exercise 3/ page 177 in pairs
T goes around to offer help.
T calls on some Ss to read their answer aloud.
T corrects their mistakes if necessary.
Further practice: Mistakes correction
T hangs a chart containing an exercise.
T asks Ss to work in pairs to do this exercise.
T goes around to offer help.
T calls on some Ss to read their answer aloud.
T corrects their mistakes if necessary.
IV. HOME WORD. ( 1m)
Warm-up
Find the other part of your life
Questions
Can you swim?
Can you sleep 10 hours a day?
Can you play a sport?
Can you eat chocolate?
Can you sing very well?
.
II.PRONUNCIATION.
-Went end month change phones
/nt/ /nd/ /n0/ /ns/ /nz/
-Practice the words containing the sounds in the chart
/nt/ rent, tenant, didn’t
/nd/ remind, warned, friend
/n0/ seventh, tenth, fifth
/ns/ tense, glance, Florence
/nz/ learns, tones, Barnes
-Practice the sounds in the dialogue.
A : Florence, Mr.Barns went on the tenth last month.
B : Oh, I have warned you, haven’t I? Did you pay the rent?
A : Only to the seventh
B : Only to the seventh?
A : Yes, and we have no change to see him again. Is he your friend?
B : No, Mr. Barns is not my friend and if he phones, remind him that he must pay the rent to the end of the month.
A : Don’t be so tense. We’ll have a new tenant on the thirteenth of this month.
III. GRAMMAR.
-A asks:
Could he run fast five years ago? (Yes)
He could run fast 5 years ago.
T asks: Did his leg hurt? (Yes)
-T writes
His leg hurt but he was able to run fast.
Could/ was/were able to: -express an general ability and in the past .
was/were able to : express an effort to do st
Note: We can use could or was/ were able to in negative sentences and interrogative.
Exercise1.
1. was able to 2. was able to 3. could
4. was able to 5. could 6. couldn’t
Exrcise2.
Example:
-It is a nice day, isn’t it?
-They aren’t hungry, are they ?
-You live here, don’t you?
-You don’t speak English, do you?
Exercise 2: Suggested answers
1 It’s a very expensive restaurant, isn’t it?
2. The film was great. Wasn’t it?
3. She has a lovely voice, doesn’t she?
4. It doesn’t look good on me, does it?
5. You have had your hair cut, haven’t you?
Exercise3 :
Suggested answers
1. doesn’t she? 2.haven’t you?
3. wasn’t it ? 4. didn’t we?
5. won’t we? 6.can’t you?
7.mustn’t it?
Further practice: Mistakes correction
Correct the mistake in each sentence below.
The bus was crowed with people but finally I could find a seat.
She didn’t able to find him although she had gone everywhere.
I am not a fool, am not I?
It seems to me that she is very good at maths, doesn’t ?
Suggested answers
1. could -> was able to 2. didn’t -> wasn’t
3. am not -> aren’t 4. doesn’t it -> isn’t she
Prepare the next period Unit 16- Reading.
Learn the grammar again.
Prepare: Reading ( Unit 16)